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CONSTRUCTIVE ALIGNMENT
ADIBAH BINTI ABDUL LATIFSchool of Education
Faculty of Social Sciences and Humanities
ACTIVITY 1
• 1 Staff 1 Question
https://padlet.com/p_adibah/gy7mljmg7zd8
14:45
What first come in your mind when you see this terminology?
14:15
CONSTRUCTIVE ALIGNMENT
• Constructive = Constructivist theory that learners using their own activity to construct their knowledge as interpreted through their own existing schemata.
• Alignment = Principle in curriculum theory that assessment tasks should be aligned to what it is intended to be learned , as in criterion referenced assessment.
What the student does is actually moreimportant in determining what is learnedThan what the teacher does
OUTCOMES
PROGRAMME EDUCATIONAL OBJECTIVES
PROGRAMME LEARNING OUTCOMES
COURSE LEARNING OUTCOME
UNIT LEARNING OUTCOME
PEO
PLO
CLO
ULOLeve
l Of O
utco
mes 3 to 5 years after graduation
Upon graduation
After completing each course
After completing each unit
Wha
t stu
dent
s ab
le to
do
Adlina
Zaquan
Adapted, Biggs [2011]
The good teaching is getting most students touse the level of cognitive processes needed toachieve the intended learning outcomes that
the more academic students use spontaneously
LEVELS OF THINKING ABOUT TEACHING
What the student does?
What the teacher does?
What the student is ?
STEPS ON CONSTRUCTIVE ALIGNMENT
Program Educational Objectives
Program Learning
OutcomesGA / GS
Course Learning
Outcomes
Topic / Unit Learning
Outcomes
PLO for Engineering (UG) before MQF 2.0
PLO for Non Engineering (UG) before MQF2.0
UTM GRADUATE ATTRIBUTE (UG)
GRADUATE ATTRIBUTE
COMMUNICATING SKILLS(Kemahiran Berkomunikasi)
CS
Thinking Skills(Kemahiran Berfikir)
TH
Scholarship(Kesarjanaan)
SC
Team working skills(Kemahiran kerja berpasukan)
TW
Adaptability(Kebolehsuaian)
AD
Global Citizen(Warga Global)
GC
Enterprising Skills(Kemahiran Berdaya Usaha)
ES
PLO For PG Before MQF 2.0
Bil PLO Kod
1 Advanced Knowledge AKW
2 Research Skills RS
3 Critical Thinking and Problem Solving CTPS
4 Ethics, values, professionalism EM
5 Communication CS
6 Lifelong Learning LL
7 Social Skills SS
8 Team working TS
9 Leadership LS
10 Information management IM
11 Managerial and Entrepreneurial ME
core
Optional
HASIL PEMBELAJARAN PROGRAM (PLO) BAGI PROGRAM PRASISWAZAH (KEJURUTERAAN) UTM
EAC/ETAC MQF 2.0
PLO KOD PLO
KEYWORD KOD PLO KEYWORD
PLO 1 KW Engineering Knowledge KW Knowlegde and Understanding
PLO 2 THPA Problem Analysis CG Cognitive Skills
PLO 3 THDS Design/Development Solutions CG Cognitive Skills
PLO 4 THI Investigation CG Cognitive Skills
PLO 5 SCMT Modern Tools Usage PS Practical Skills
PLO 6 AD The Engineer and Society IPS, PRS Interpersonal Skills, Personal Skills
PLO 7 GCS Environment and Sustainability ENT Entrepreneurial Skills
PLO 8 GCE Ethics ENT, ETS Entrepreneurial Skills, Ethics and Professionalism Skills
PLO9 CS Communication CS, IPS Communication Skills, Interpersonal Skills
PLO 10 TW Leadership and Team Working Skills LAR Leadership, Autonomy & Responsibility
PLO 11 SC Life Long Learning DS, NS Digital Skills, Numerical Skills
PLO12 ES Project Management, Finance & Entrepreneurship
PRS Personal Skills
Nota: Pastikan aras MQF ie. Sarjana Muda dan Diploma dirujuk seperti dalam dokumen MQF 2nd Edition Appendix 2 untukpenyelarasan. Pastikan juga pencapaian DS dan NS diukur secara spesifik dalam kursus bersesuaian seperti yang dinyatakan dalamdokumen berkenaan.
PLO AFTER MQF 2.0
HASIL PEMBELAJARAN PROGRAM (PLO) BAGI PROGRAM PASCASISWAZAH & PRASISWAZAH (SELAIN DARI KEJURUTERAAN) UTM
Bil. KOD PLO KEYWORD JENIS KEMAHIRANPLO 1 KW Knowledge and Understanding TeknikalPLO 2 CG Cognitive Skills TeknikalPLO 3 PS Practical Skills TeknikalPLO 4 IPS Interpersonal Skills GenerikPLO 5 CS Communication Skills GenerikPLO 6 DS Digital Skills *Generik/TeknikalPLO 7 NS Numeracy Skills *Generik/TeknikalPLO 8 LAR Leadership, Autonomy & Responsibility GenerikPLO 9 PRS Personal Skills Generik
PLO 10 ENT Entrepreneurial Skills GenerikPLO 11 ETS Ethics and Professionalism Skills Generik
*Mengikut kesesuaian programNota: Pernyataan PLO berbeza bagi setiap aras MQF ie. Doktor Falsafah, Sarjana, Sarjana Muda dan Diploma. Rujuk dokumen MQF 2nd Edition, Appendix 2 untuk perincian.
PLO AFTER MQF 2.0
Program Learning
Graduate Attribute Program Learning Outcome Course Learning Outcome
Scholarship [SC] Pelajar berkebolehanmensintesis pengetahuan dalambidang pengukuran dan penilaiansecara sistematik
[CLO3] Develop 2 sets of classroom test by applying the concept of validity and reliability
Graduate Attribute
Program Learning Outcome
Course Learning Outcome
DEVELOP COURSE LEARNING OUTCOMES
PESIFIC ; to one learning behaviour
EASURABLE ; includes the criteria for success
CTIONABLE; can be demonstrated with evidence / observable
ELEVANT; to future experience or workplace
IMED; to be achieved within certain time constraints
CLO’S M
UST BE S.M
.A.R.T
DEVELOP COURSE LEARNING OUTCOMES
3 COMPONENTS OF CLO
• At the end of the course, students should be able toevaluate the quality of two examination papers forMultiple Choice Question and Essay question basedon Classical Test Theory analysis.
AUDIENCE
BEHAVIOR / VERB
CONDITION
DEGREE/STANDARD
DEVELOP COURSE LEARNING OUTCOMES
VERB
CONDITION
STANDARD
DEVELOP COURSE LEARNING OUTCOMES
DEVELOP COURSE LEARNING OUTCOMES
DEVELOP COURSE LEARNING OUTCOMES
DEVELOP COURSE LEARNING OUTCOMES
DEVELOP COURSE LEARNING OUTCOMES
ISU PENULISAN CLO
• Mempunyai terlalu banyak CLO dalam satu kursus.Ada sehingga 14 CLO
• Pensyarah kurang kemahiran mensintesiskan silibuske dalam bentuk outcome yang boleh diintegrasikan
• Pensyarah tidak memulakan verb yang diukursekurang-kurangnya dengan application level dalamtaksonomi Bloom
• Pensyarah yang menggunakan MCQ dalam final exammerasa sukar untuk mappingkan item dalam soalanexam dengan CLO.
ISU PENULISAN CLO
• Pensyarah tidak revised CLO, hanya menggunakanCLO sedia ada dan tidak menggunakan konsep OBE
• CLO tidak align dengan Aktiviti dan Pentaksiran• CLO dibina tanpa sebarang data yang meyakinkan
(contoh perbincangan degan panel luar/stakeholderdan tanpa data penyelidikan daripada pencapaianpelajar)
ISU PENULISAN CLO
• Pensyarah menggunakan dua verb bagi satu domainpembelajaran yang sama
• Pensyarah gagal membezakan setiap aras dalamdomain pembelajaran samada kognitif, afektif danpsikomotor
• Pensyarah terlalu terikat dengan “keyword” dalamTaksonomi pendidikan
Kajian Kes
Tidak sejajar di antara CLO dan aras taksonomi
CADANGAN
• Kuiz, test, dan peperiksaan akhirdirangkum dalam satu CLO sahaja.
• CLO lain memfokuskan pentaksiransecara praktikal dan kemahiran generic
• CIDU mencadangkan tidak mengukur PLOteknikal dan generik dalam satu CLO yangsama
Kajian Kes
Tidak salah sebenarnyabagi peringkat sijil / diplomauntuk mempunyai CLO / aras item yang melebihiaras Aplikasi
CADANGAN
• Gunakan satu sahaja CLO bagi mengukurPLO1 (Pengetahuan)
• Aplikasikan konsep penjajarankonstruktif.
Kajian Kes
Soalan MCQ bukanlah dibina untuk aras mudah sahaja.
Malah bagi ujian berbentuk sumatifseharusnya memenuhi konsep normal distribution
CADANGAN
• Kemahiran dalam pembinaan item peperiksaan
• Memenuhi prinsip pembinaan item
Kajian kes
Antara contoh CLO yang tidak sesuai diukur dengan ujian bertulis
CADANGAN
• Tidak semua CLO perlu diukur dengan peperiksaan
• Bina satu CLO khas untuk pengetahuan (PLO1)
Kajian Kes
Item ini bukanlah item berbentuk struktur
CADANGAN
• Pensyarah perlu dapat membezakan apa yangdimaksudkan dengan item jawapan pendek,respon terhad, respon terbuka dan soalanberstruktur.
Bagaimana penetapan dan pemilihan topik bagi ujian berbentuk esei?Adakah perlu melibatkan semua topik?Bagaimana dari segi aras kesukaran?
Kajian Kes
Instead of letakkan bilangan item, letakkan nombor soalan,Contohnya soalan 1 (a), 1(b), 2(a),
Kajian Kes
Kajian Kes
Tiada jajaran dengan CLOTiada pecahan aras kesukaran item
Practical skills should not be assessed by examination
15:30
16:15
Need to learn about
Learning Taxonomies
Need to learn about
Generic Skills
Need to learn about
Teaching and Learning Methods
Need to learn about
Assessment and Evaluation
Activity 3
• Please evaluate the Course Information from the concept of Outcome based Education and Constructive Alignment
• From Grade Oriented to Outcomes Oriented
• From Content Based to Ability Based
• From Lecturer Centred to Student Centred
TASK (100%)
• Choose any 2 course information documents in youfaculty. Evaluate the course information based on theconcept of outcome based education, constructivealignment and UTM guideline.
THANK YOU